This research seeks to address the decreasing number of Black Educators within the United States. Sponsored by the Spencer Foundation, it asks, "What conditions are required, and must we (university teacher education programs and K-12 institutions) intentionally create to retain and sustain Black Educators within education?". The goal is to chronicle the perspectives and reflections of individuals forming what we have termed the Black Education Pipeline: Black High School Students, Black Families, Black College Students studying to become teachers, Black Teachers, and Black School Leaders. The goal of this research is threefold: (1) to ensure those comprising the Black Education Pipeline are brought out of the margins in ways that render them seen, heard, valued, and celebrated, (2) to highlight the knowledge, experiences and cultural wealth that Black folx bring into school spaces, as well as to uncover the inequities they experience and their response to it, and (3) to coalesce a network of Black Educators who themselves are prepared to eradicate educational inequity, (re)imagine classrooms and schools, and leverage this (re) imagining to create viable, humanizing, and culturally sustaining (Paris, 2012) pathways into education for Black students and leadership for Black teachers. This research proves relevant for those interested in determining how best to retain and sustain Black educators within K-12 education.
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We are planting the seeds of equity and justice in education through our research. Participate in a research event, share your school stories with us, or sign-up to receive important updates highlighting our findings. Either way, we are happy to engage you in this important work to cultivate humanizing pathways to learning, teaching, & leadership in K-12 schools.
University of Nevada Las Vegas Teaching & Learning